The American Renaissance Essay -- American Renaissance Literary Master

The American Renaissance period, circa 1876-1917, heralded a new sense of nationalism with a pride linking to a spirit akin to Greek democracy, the rule of Roman law, and a cultural and educational reform movement often referred to as Renaissance humanism. This American nationalism focused on the expression of modernism, technology, and academic classicism. Renaissance technological advancements include wire cables supporting the Brooklyn Bridge in the State of New York, along with cultural advancements found in the Prairie School houses, Beaux-Arts Institute of Design in architecture and sculpture. The political heir of American nationalism evolved with the Gilded Age and New Imperialism school of thought. The American Renaissance produced major influential literary works from some of the most brilliant minds in U.S. history, including Ralph Waldo Emerson's the "Representative Man (1850)", Nathaniel Hawthorne's "The Scarlett Letter (1850)" and "The House of Seven Gables (1851)," Her man Melville's "Moby-Dick," Henry David Thoreau's "Walden (1854)," and Walt Whitman's "Leaves of Grass (1855)." American Renaissance Literary Masterpieces The American Renaissance, a literary and cultural period circa extending from 1820 to the mid-1860s, gained inspiration from the unresolved issues of the American Revolution. The American Renaissance literary style was coined as "Romanticism," an international philosophical movement that redefined the perceptions of Western cultures, and seldom refers to the preconceived notions of love. Some important authors arising out of this era include: James Fenimore Cooper, Nathaniel Hawthorne, Harriet Jacobs, Emily Dickinson, Ralph Waldo Emerson, Henry David Thoreau, Edgar Allen Poe, and Herman Melvill... ...nt known as Transcendentalism and its impact on the American Renaissance. Apocalyptic and Utopian Society: A symbolic presentation of post-apocalyptic America and the utopian society. Romanticism: Musical Composition: Course material covering the musical composition of the Romantic period, also known as the American Renaissance. The American Renaissance period brought about major cultural, social, political, and philosophical change. Pioneers who stood for the abolition of slavery, women's suffrage, expansion, and literary experimentalism challenged and withstood opposition to those comfortable with the old social order. These developments continue to influence our society today, despite overcoming major obstacles within the last century. Only we can take advantage of present opportunities to influence and bring about positive change for future generations.

Assessment History Essay

Then and Now: History of Assessments Used in Special Education In today’s world students are being diagnosed every day for multiple disorders. Over the history of special education both standardized (formal) and curriculum based (informal) assessments have been created and implemented to help make sure that students are receiving the proper support to help them meet their educational goals. Assessments within special education are implemented to determine a student’s strengths as well as pinpoint areas where they may need extra support and guidance. (Pierangelo & Giuliani, 2007) The results of the assessments given to students will be used to decide if the student qualifies for special education services. The assessments used in the United States have developed in conjunction with special education services, to what we know and use today. This paper will outline the history of assessments administered in the United States, discuss how today’s application of assessment differs, and how these changes have impacted special education as a whole. History of Assessments The history of special education has evolved greatly over the years. Prior to the 1970’s there were very few individuals with special needs being served within the public school system. There were two federal laws passed in 1975 that would aid in the process of children enrolling in the public schools. The first law was Education for All Handicapped Children (EHA), this law requires that children of all ability levels receive the right to public education. The second law that played a key role in providing students with disabilities appropriate education is the Individuals with Disabilities Act (IDEA). The IDEA not only requires students with disabilities access to public education but that the school district provides personalized services (special education) for individuals who qualify. (Special Education News, 2013) The laws and legislative acts passed advocate for these students, making sure they receive free and appropriate education. As special education evolved over the years so did many of the tools used to assess students with special needs. Although â€Å"Interest in intelligence dates back thousands of years, it wasn’t until [the early 1900’s that] psychologist. Alfred Binet was commissioned to identify students who needed educational assistance, that the first IQ test was born. † (Cherry, 2013). This type of assessment was a standardized test that measured the individual in areas such as their: skills, character traits, attitudes, knowledge, and educational measurement. As the special education field grew, the use of the Simon-Binet method spread quickly across the Western world. (Reschly, 2002). â€Å"Historically, educational assessment in the United States has been dominated by psychometric assumptions and approaches,† such as the Simon-Binet Scale. (McLaughlin & Rouse, 2000). However, as time as the years have gone by the assessments and protocols used for special education have adapted and evolved. Today’s Assessment / Impact of changes In today’s world there are a variety of assessments and tools to choose from when working with and identifying students with special needs. These assessments fall under two categories, the first being standardized assessments, and the second being curriculum based assessments. The Binet scale, now known has the Stanford-Binet Intelligence scale has been adapted since it was introduced to educators in 1905, and is one of the many standardized assessment tools still used today. Although standardized tests are a great starting point for diagnosing students with special needs it should not be the sole contributor to the diagnosis of a student. Two main concerns when using a standardized test such as the Stanford-Binet scale are that it is culturally unfair and testing conditions and interpretation of test results influence how the student will do on the assessment. Often the standardized tests that are implemented within the school district have been created in the UK or the United States and are mainly designed to be used among white, middle-class children. Therefor if this test is used for any child outside of the specific target group it will be unfair and could lead to the misdiagnosis of students who need special education services. (Newton, 2009) â€Å"For example, if a student with limited English proficiency were assessed using an IQ measure where the directions are given in English, this student’s performance would likely be compromised based upon limited understanding of the instructions, resulting in a significant underestimate of the student’s true intelligence. † (GCU, 2013) It is  extremely important for educators to properly assess the students and to make sure we work with them in their areas of struggle prior to labeling them as needing special education. Since every assessment has its pros and cons it is a teachers responsibility to become familiar with their students and know what assessment would best fit their needs. Since there can be some limitations with standardized tests educators may want to explore various curriculum based assessments to aid in the process of identifying these students. One common curriculum based assessments that is used today is the Response to Intervention (RTI). RTI is a type of educational intervention that is implemented to provide students who are having difficulties extra assistance prior to referring them to a special education program. This informal assessment tool is a multi-level prevention system that helps students succeeds in their education. Teachers will follow RTI by monitoring the students’ progress on a regular basis, implementing evidence-based interventions of varying intensities depending on how the student is responding. (NCRTI, 2010). Curriculum based assessments such as RTI have many benefits to students and Educators. Educators today may choose to use these types of assessments because it allows them to be proactive about the problem at hand, they are easy to implement into a classroom routine, if interventions are successful the child will be brought back up to grade level without needing special education services. (Wilmshurst & Brue, 2013) Conclusion The assessments and protocols developed throughout the history of special education have evolved and implemented to benefit the students, as well as special education as a whole. Each assessment and intervention has been created to aid educators in the process of serving their students to the best of their abilities. School systems went from using one assessment tool to identify and work with students with disabilities to having a vast selection to choose from. Both formal and informal assessment tools used by educators in today’s society aid in the process of diagnosing and helping students who qualify for special education services. Although, there are some assessment tools that may be better than others, each one will have their pros and cons. Educators can create and use assessment tools that reflect what we know about the student and their learning abilities. The educators and their school districts â€Å"can do so by building on what we have learned during the past decade, and ensuring that the process and outcomes of their approach to alternate assessment are transparent and subject to review, stand up to both technical and ethical scrutiny, push practices and outcomes in the expected and desired directions, and can be improved through data-based oversight over time. † (Quenemoen, 2008). Educators will have to use the best judgment and knowledge to decide what assessment(s) will best work for them. Whether educators use one assessment or a variety of assessments, the main objective is to give the student the best chance to succeed in their education and assist them in becoming functioning members of our their community. References Cherry, K. (2013). History of Intelligence Testing. Retrieved from: http://psychology. about. com/od/psychologicaltesting/a/int-history. htm Grand Canyon University. (2013). Types of Evaluation. Received from: www. my. gcu. edu McLaughlin, M. & Rouse, M. (2000). Special Education and School Reform in the United States and Britain. New York, NY: Routledge. Newton, C. (2009). Problems with IQ and Psychometric Assessment. Retrieved from: www. inclusive-solutions. com/word/IQ_Problems_Jan. doc? NCRTI. (2010). Essential Components of RTI. Retrieved from: http://www. rti4success. org/ Pierangelo, R. & Giuliani, G. (2007). Understanding Assessment in the Special Education Process. Thousand Oaks, CA: Corwin. Quenemoen, R. (2008). A brief history of alternate assessments based on alternate achievement standards (Synthesis Report 68). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes. Retrieved from: http://www. cehd. umn. edu/NCEO/onlinepubs/Synthesis68/Synthesis68. pdf Reschly, J. D. (2002). Change Dynamics in Special Education Assessment: Historical and Contemporary Patterns. Peabody Journal of Education, V77 n2 p117-36. Retrieved from: http://owl. english. purdue. edu/owl/resource/560/10/ The History of Special Education in the United States. (2013). Special Education News. Retrieved from: http://www. specialednews. com/the-history-of-special-education-in-the- united-states. htm Wilmshurst, L. & Brue, W. A. (2013). Advantages of Response to Intervention. Retrieved from: http://www. education. com/reference/article/advantages-rti/

The Extraction Of A Tooth Or Vision Testing - 2420 Words

Medical records are documents that are archived physically or electronically. They contain the personal health information (PHI) of people who have received services from health care providers in an agency relationship. Medical records are made accessible to outside sources based on a release signed by the owner of the records or a relevant need to know by emergency medical services or court order. State and federal laws protects the privacy and security of PHI and, financial penalties and imprisonment can be assessed on violators of such laws. Anyone who enters a hospital or sees a doctor for any health reason generates a medical record. The extraction of a tooth or vision testing culminates in a written document called patients health†¦show more content†¦There must be a filing system in place to safely contain patient health information. Written consent is required before a patient’s personal health information PHI) is released (Wing, 2009), except for emergency medical situations (Smugar, Spina Merz, 2000 ) as mandated by the legal system. Young adults are given the same rights of confidentiality as adults which differ from HIPAA regulations. Release consent must specify the entity to whom the patient information is authorized to receive, specific information to be disclosed, and must bare the patient’s signature. Information requested to be released for legal purposes must go through legal counsel prior to being released. Disclosed information must be quantitative or in a summarized format. Medical Records Security Patient health records must be protected from unauthorized personnel due to the confidentiality of content. A written consent must be documented by HIPAA certified personnel overseeing patient health

The Sitz Im Leben As One s Setting - 804 Words

. The Sitz im Leben being one’s setting in life is viewed upon in the book of Numbers. The Sitz im Leben in Numbers takes place in the wilderness; a desert like habitation. In the wilderness is where we see God’s chosen ones the Israelites stranded in the wilderness for forty years after being freed from slavery in Egypt. Some major themes in the book of Numbers are the Guidance into Egypt, the Guidance into the Arable Land, the Promise to the Patriarchs, the Guidance in the Wilderness, and the Revelation at Sinai. When looking at the wilderness tradition through the lens of a historical and sociological perspective the wilderness tradition is then relatable to one’s self. Therefore, looking at the wilderness tradition from a sociological and historical perspective allows for one to open up their eyes and mind to explore and understand the depth of how and why the Israelites behaved and lived within their wilderness experience. We must recognize that the Israelit es had to make adjustments into the way they lived, and behaved. The wilderness in fact was something new to them. In their opinion they were better off in Egypt where in fact they cried out to Moses and Aaron in Exodus 16:2-3, that the LORD should have killed them in Egypt because it was there they had plenty to eat, but Moses and Aaron had brought them into the wilderness to starve to death. From a historical and sociological perspective one may say that it was good for the Israelites to be in the wilderness

Social Policy An Undeserved Handout The Truth About...

Amiee McNicholas M/W/F U/C 956 WORDS SOCIAL POLICY AN UNDESERVED HANDOUT? THE TRUTH ABOUT â€Å"WELFARE† 2/49 I would not expand the social welfare programs, I believe if we would expand the welfare program we would just be enabling more people. Why should they work or go school to better themselves to try and pull themselves out of poverty. When they can live off the government for free. I personally have a very good friend that has a PHD in Physcholge, she says why I should work when I can stay home with my son. We get free food, we get our gas bill paid, and our electric is paid for. She has free insurance, her son has free insurance. She even get a car allowance from the government so she can so they can have transportation. Since she can prove that she is not working she does not have to pay back her student loans. It is very frustrating to me that our taxes money is supporting the lazy, I’m not saying everyone receiving government assistants is lazy, but I have seen people driving bran new escalades, woman carrying MK purses, wearing 100 dollar jeans then going in to the store t o pay with their welfare card. I know that there are people out there that truly need the help getting food, or help with medical. I also

Under the Bridge Song Analysis Free Essays

15 April 2010 Essay 2: Poetry â€Å"Under The Bridge† Under the bridge is a song by Red Hot Chili Peppers, written by vocalist Anthony Kiedis. Keidis reference to â€Å"bridge†Kiedis use of imagery in the lyrics to this song communicate a dark time in his life but also as a listener we can relate with a difficult time in our own life. The symbolism used by Kiedis in reference to his feeling of solitude and long battle with drug addiction. We will write a custom essay sample on Under the Bridge Song Analysis or any similar topic only for you Order Now Rhyme and rhythm are two of the main features in this song. The rhythm affects the whole mood, tone and meaning of the song. The melancholy can be felt in the first stanza, â€Å"Lonely as I am together we cry. † Kiedis has chosen different methods to give the song specific sounds that affect the pace and structure of the rhythm. The speed of the song begins quite slow not too intense but slowly the tempo picks up as he describes, â€Å"I don’t ever wanna feel like I did that day. † The feelings of loss bring him to depression and remind him of his struggles with drug abuse. The reference in the third stanza â€Å"take me to the place I love take me all that way† can suggests that Kiedis is taken back to the feeling of being high on drugs. Metaphorically he is attempting to overcome drug addiction but can’t help loving the feeling he gets when he is high. â€Å"The loneliness that I was feeling triggered memories of my time with Ione and how I’d had this beautiful angel of a girl who was willing to give me all of her love, and instead of embracing that, I was downtown with gangsters shooting speedballs under a bridge. (Kiedis 204) Kiedis memory of such a time stimulated his response of loneliness as he is doing so in song to his listeners. Drawing back from the people he was once so close with gave him an overwhelming feeling of loneliness and solitude, as he described, â€Å"Sometimes I feel like I don’t have a partner sometimes I feel like my only friend like my only friend is the city I live in the city of Angels† ( Peppers) The descriptions of the city being his only stronghold during this difficult ime are realized in his city of Los Angeles which he feels would never leave him alone as some of his relationships at that time. The city is stable, and he is able to depend on her being there to support him. He refers to the city as his â€Å"companion†, and he does not have to hide from her because she already knows his deepest secrets but has yet to abandon him. It’s interesting to see the different interpretations to this song, but I do believe Kiedis was clearly recounting his drug addiction in a very personal yet abstract manner. Revealing the solitude one has to endure when they find themselves in such a state. My understanding of the song shows the contemplation, withdrawal, and the acceptance of taking a dark path in life. Literature can be subtle or obvious, used carefully or carelessly. The repetition of the third stanza signifies meaning and creates a strong sonic effect to the listener. Kiedis use of this can be found in the chorus, â€Å"I don’t ever wanna feel like I did that day take me to the place I love take me all the way. (Peppers) The text states, â€Å"We all hear sounds differently depending on the meaning and context. † (Beiderwell 522) The feeling this song gives me may be totally different that it may give someone who has experienced an addiction or feeling of despair. In general, the lyrics deals with particular things in concrete language, since our emotions most readily respond to his emotion and expressions. From Kiedis particular situation, the listener may then genera lize by implication from the particular. â€Å"She sees my good deeds and she kisses me windy and I never worry now that is a lie. (Peppers) The use of personification occurs here when he describes inanimate objects as human that is, giving them human attributes, powers, or feelings. He is not literally speaking of a person but showing his connection with the city he loves so much, as the only person he feels loved by. Images suggest meanings beyond the mere identity of the specific object. (Purdue) Poetry â€Å"plays† with meaning when it identifies resemblances or makes comparisons between things, such as the Los Angeles being his only friend. In the last stanza, â€Å"Under the bridge downtown is where I drew some blood under the bridge I could not get enough under the bridge forgot about my love under the bridge I gave my life away† (Peppers) Kiedis is recounting a low point in his life where he feels he surrendered his life to this addiction to drugs. This use of imagery is most valuable as a mode of perception that assists the listener to see around and to see the often conflicting interpretations that come from our examination of life. In other words his message is most certainly concrete and particular it’s implied by the images of him under this bridge drawing blood which is what heroin addicts do. Works Cited Beiderwell, Bruce and Jeffrey M. Wheeler. â€Å"The Literary Experience. † Beiderwell, Bruce and Jeffrey M. Wheeler. The Literary Experience. Boston: Thomson Higher Education, 2008. 217-229. Kiedis, Anthony. Scar Tissue. New York: Hyperion, 2004. Peppers, Red Hot Chili. â€Å"Under The Bridge. † Blood Sugar Sex Magik. cond. Anthony Keidis. By Anthony Keidis. Los Angeles, 1992. Purdue, Owl. Owl Purdue. 21 April 2010. 07 April 2010 . How to cite Under the Bridge Song Analysis, Papers

E.e. Cummings Essay Example For Students

E.e. Cummings Essay The Poetry of E. E. CummingsE. E. Cummings, who was born in 1894 and died in 1962, wrote many poems with unconventional punctuation and capitalization, and unusual line, word, and even letter placements namely, ideograms. Cummings most difficult form of prose is probably the ideogram; it is extremely terse and it combines both visual and auditory elements. There may be sounds or characters on the page that cannot be verbalized or cannot convey the same message if pronounced and not read. Four of Cummings poems l(a, mortals), !blac, and swi( illustrate the ideogram form quite well. Cummings utilizes unique syntax in these poems in order to convey messages visually as well as verbally. Although one may think of l(a as a poem of sadness and loneliness, Cummings probably did not intend that. This poem is aboutindividuality oneness (Kid 200-1). The theme of oneness can be derived from the numerous inezces and forms of the number 1 throughout the poem. First, l(a contains both the number 1 and the singular indefinite article, a; the second line contains the French singular definite article, le; ll on the fifth line represents two ones; one on the 7th line spells the number out; the 8th line, l, isolates the number; and iness, the last line, can mean the state of being I that is, individuality or oneness, deriving the one from the lowercase roman numeral i (200). Cummings could have simplified this poem drastically (a leaf falls:/loneliness), and still conveyed the same verbal message, but he has altered the normal syntax in order that each line should show a one and highlight the theme of oneness. In fact, the whole poem is shaped like a 1 (200). The shape of the po em can also be seen as the path of a falling leaf; the poem drifts down, flipping and altering pairs of letters like a falling leaf gliding, back and forth, down to the ground. The beginning l(a changes to le, and af flips to fa. ll indicates a quick drop of the leaf, which has slowed by a longer line, one. Finally, the leaf falls into the pile of fallen leaves on the ground, represented by iness. Cummings has written this poem so perfectly that every part of it conveys the message of oneness and individuality (200). In mortals), Cummings vitalizes a trapeze act on paper. Oddly enough, this poem, too, stresses the idea of individualism, oreachness, as it is stated on line four. Lines 2 and 4, climbi and begi, both end leaving the letter i exposed. This is a sign thatCummings is trying to emphasize the concept of self-importance (Tri 36). This poem is an amusing one, as it shows the effects of a trapeze act within the arrangement of the words. On line 10, the space in the word open ing indicates the act beginning, and the empty, static moment before it has fully begun. of speeds of and ;meet;, lines 8 and 12 respectively, show a sort of back-and-forth motion, much like that of the motion of a trapeze swinging. Lines 12 through 15 show the final jump off the trapeze, and a/n/d on lines 17 through 19, represent the deserted trapeze, after the acrobats have dismounted. Finally, (im on the last line should bring the readers eyes back to the top of the poem, where he finds mortals). Placing (im at the end of the poem shows that the performers attain a special type of immortality for risking their lives to create a show of beauty, they attain a special type of immortality (36-7). The circularity of the poem causes a feeling of wholeness or completeness, and may represent the Circle of Life, eternal motion (Fri 26). .u184a369cc3cf44fea6418d25442c4c96 , .u184a369cc3cf44fea6418d25442c4c96 .postImageUrl , .u184a369cc3cf44fea6418d25442c4c96 .centered-text-area { min-height: 80px; position: relative; } .u184a369cc3cf44fea6418d25442c4c96 , .u184a369cc3cf44fea6418d25442c4c96:hover , .u184a369cc3cf44fea6418d25442c4c96:visited , .u184a369cc3cf44fea6418d25442c4c96:active { border:0!important; } .u184a369cc3cf44fea6418d25442c4c96 .clearfix:after { content: ""; display: table; clear: both; } .u184a369cc3cf44fea6418d25442c4c96 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u184a369cc3cf44fea6418d25442c4c96:active , .u184a369cc3cf44fea6418d25442c4c96:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u184a369cc3cf44fea6418d25442c4c96 .centered-text-area { width: 100%; position: relative ; } .u184a369cc3cf44fea6418d25442c4c96 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u184a369cc3cf44fea6418d25442c4c96 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u184a369cc3cf44fea6418d25442c4c96 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u184a369cc3cf44fea6418d25442c4c96:hover .ctaButton { background-color: #34495E!important; } .u184a369cc3cf44fea6418d25442c4c96 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u184a369cc3cf44fea6418d25442c4c96 .u184a369cc3cf44fea6418d25442c4c96-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u184a369cc3cf44fea6418d25442c4c96:after { content: ""; display: block; clear: both; } READ: Aids EssayCummings first tightly written ideogram was !blac, a very interesting poem. It starts with !, which seems to be saying thatsomething deserving that exclamation point occurred anterior to the poem, and the poem is trying objectively to describe certain feelings resulting from !. black against white is an example of such a description in the poem; the clashing colors create a feeling in sync with !. Also, why (whi) suggests amusement and wonder, another feeling resulting from ! (Weg 145). Cummings had written a letter concerning !blac to Robert Wenger, author of The Poetry and Prose of E. E. Cummings (see Works Cited). In it, he wrote, for me, this poem means just what it says . . . and the ! which begins the poem is whatmight be called and emphatic (=very). This poem is also concerns the cycle of birth, life, death, and renewal. This is derived from the . preceding the last letter. This shows that even though the poem is finished, the circle of life is not, and is ever cycling (Weg 144). Through the poems shape, !blac also shows a leaf fluttering to the ground. The lines spacing synchronizes the speed of the reading with that of the leaf at different points in its fall. With its capital Is, IrlI also indicates a leaf falling straight down before it hits the ground (147). Reading this poem, one may realize the lone comma on line 12. The poet writes about the sky and a tree, and then a comma intrudes, which makes the reader pause, and realize the new awareness that the comma indicated that of a falling leaf (145). Lines 1 through 6 are also very important to the poem. Although black against white may be referring to the color of the falling l eaf in contrast to the bright sky, it is not wrong to assume it means more. As stated above, the poems theme is the cycle of life, and black against white could be indicating life death versus life. It shows that even though a leaf falling may be an indication of death, falling of leaves is an integral part of the whole life cycle of the tree(146). !blac may seem like a simple mess of words, but in reality is much more complex than that. swi( is another poem of Cummings ideogram form. The essence of this poem is seeing a birds swift flight past the sun, and the wonder of this experience. The poem mainly tries to convince the reader of the difference between conception, what one sees, and perception, what one knows he is seeing (Mar 105). The first line, swi( shows that the object the poet sees is moving so rapdly that before he completely utters his first word, he must describe the object, and that it is passing before another object the sun. His use of only primary descriptives, such as speed, direction, color, and shape indicates that he is trying to describe the bird as quickly as possible. The way he speaks, in terse syllables that lack syntactical relationship to each other, imitate one who tries to speak before he knows exactly what he wants to say; it is another indication of how quickly the object is moving (106). a-motion-upo-nmotio-n/Less?, the 6th line, is signifying that although the poet knows that both the objects are moving, ones motion causes the other to seem still (106). The d, at the end of the poem is showing that after the poet has finally namedthe object he saw, he immediately loses interest and stops, as writing more to further organize his thoughts would be superfluous (106). The contrasting words in this poem are very important. against contrasts with across, and signifies a halt. It seems that the poet wants to stop the object in order to describe it. But a stopping of motion would contradict swi/ftly, so Cummings decided to refer to the speed average of the two, Swi/mming (106). swi( contains less symbolism than the other poems being analyzed, but it is similar in that the syntax adds greatly to the poem. .ua3d15044ced146347cc98e9acfc77b45 , .ua3d15044ced146347cc98e9acfc77b45 .postImageUrl , .ua3d15044ced146347cc98e9acfc77b45 .centered-text-area { min-height: 80px; position: relative; } .ua3d15044ced146347cc98e9acfc77b45 , .ua3d15044ced146347cc98e9acfc77b45:hover , .ua3d15044ced146347cc98e9acfc77b45:visited , .ua3d15044ced146347cc98e9acfc77b45:active { border:0!important; } .ua3d15044ced146347cc98e9acfc77b45 .clearfix:after { content: ""; display: table; clear: both; } .ua3d15044ced146347cc98e9acfc77b45 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ua3d15044ced146347cc98e9acfc77b45:active , .ua3d15044ced146347cc98e9acfc77b45:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ua3d15044ced146347cc98e9acfc77b45 .centered-text-area { width: 100%; position: relative ; } .ua3d15044ced146347cc98e9acfc77b45 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ua3d15044ced146347cc98e9acfc77b45 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ua3d15044ced146347cc98e9acfc77b45 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ua3d15044ced146347cc98e9acfc77b45:hover .ctaButton { background-color: #34495E!important; } .ua3d15044ced146347cc98e9acfc77b45 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ua3d15044ced146347cc98e9acfc77b45 .ua3d15044ced146347cc98e9acfc77b45-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ua3d15044ced146347cc98e9acfc77b45:after { content: ""; display: block; clear: both; } READ: Male Initiation Rituals EssayCummings peculiar method of using syntax to convey hidden meaning is extremely effective. The reader does not simply read and forget Cummings ideas; instead, he must figure out the hidden meaning himself. In doing this, he feels contentment, and thus retains the poems idea for a more extended period of time. Cummings ideogram poems are puzzles waiting to be solved. Works CitedFriedman, Norman. E. E. Cummings: A Collection of Critical Essays. New Jersey: Prentice-Hall, Inc., 1972. Kidder, Rushworth M. E. E. Cummings: An Introduction to the Poetry. New York: Columbia UniversityPress, 1979. Marks, Barry A. E. E. Cummings. New York: Twayne Publishers, Inc., 1964. Triem, Eve. E. E. Cummings. Minneapolis: University of Minnesota Press, 1969. Wegner, Robert E. The Poetry and Prose of E. E. Cummings. New York: Harcourt, Brace World, Inc., 1965. Words/ Pages : 2,411 / 24